Effect of visual-assisted pedagogy for teaching and learning properties of relations Online publication date: Tue, 23-Sep-2014
by Fares Fraij; Ayman Al-Dmour
International Journal of Technology Enhanced Learning (IJTEL), Vol. 5, No. 2, 2013
Abstract: The purpose of this study is to examine the impact of visual-based instruction in teaching properties of relations for university's students. The research was conducted on a sample of 58 students. The students were divided evenly into two groups, experimental group and control group. The students in the control group were taught the properties using the traditional definition-based method. However, the students in the experimental group were taught the properties visually. To achieve the purpose of this study, an achievement test was constructed and administered to the groups twice, once before the beginning of the teaching process (pre-test) and the other after finishing it (post-test). The goal of the pre-test is to ensure the equivalence of the students in the two groups. The post-test however was used to measure the impact of using the visual-based instruction. Results showed that the visual-based instruction had a positive impact on improving the students' abilities of identifying the properties of relations.
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